WWC review of this study

Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders.

Strain, P. S., & Bovey II, E. H. (2011). Topics in Early Childhood Special Education, 31(3), 133–154. Retrieved from: https://eric.ed.gov/?id=EJ942105

  • Randomized controlled trial
     examining 
    294
     Students
    , grade
    PK

Reviewed: July 2012

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Average classroom-level Mullen Scales of Early Learning: Composite score

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

72.10

61.40

Yes

 
 
40
 
Behavior outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Average classroom-level Childhood Autism Rating Scale (CARS)

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

31.30

34.60

Yes

 
 
29
More Outcomes

Average classroom-level Social Skills Rating System: Problem Behavior Scale

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

46.40

49.10

Yes

 
 
24
Communication/ Language outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Average classroom-level Mullen Scales of Early Learning: Receptive Language scale

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

51.90

40.70

Yes

 
 
42
 
More Outcomes

Average classroom-level Preschool Language Scale, Fourth Edition (PLS-4)

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

52.90

43.80

Yes

 
 
37
 

Average classroom-level Mullen Scales of Early Learning: Expressive Language Scale

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

40.10

35.90

Yes

 
 
27
 
Social outcomes outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Average classroom-level Social Skills Rating System: Social Skills scale

Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring

Posttest

Preschool;
294 students

49.30

32.70

Yes

 
 
41
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Rural, Suburban, Urban
 

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